Implementing Expanded Learning Time
In designing a new model, Pennington made a
number of decisions that helped enable its success.
Craig, O’Donnell, and other staff members consider
the following key choices to be the most important:
Harness hope and grace to do what’s best for
kids. Again and again, educators and leaders at
Pennington shared how they have a culture of
“giving each other grace.” This culture allows for
failure and mistakes, all with an understanding that
innovation and change are messy, and no one is
perfect. The compassion for each other is rooted in
each staff member’s relentless pursuit to create the
optimal environment and learning experiences for
students. “We really have a culture where we do
what’s best for kids, period,” says Craig. This
culture drives the Pennington team and encourages
new approaches.
Ensure adequate staffing. A key strategic choice
was hiring a full-time staff member to manage the
new model’s implementation and operations.
O’Donnell, who serves that role at Pennington, has
been instrumental to the model’s success, says
Craig. O’Donnell facilitates all community and
family partnerships and volunteer programs, which
include training and coaching partners about
expectations and monitoring their impact;
managing universal breakfast and snack logistics
for students; coordinating all expanded learning
time meetings in the building; and covering classes
while teachers are collaborating or absent.
“Committing a person to this role is essential,” says
Craig. View O’Donnell’s complete job
responsibilities here.
Adopt a mindset of shared space. At the start
of enrichment programs, an unanticipated glitch
popped up — some staff members were
uncomfortable with outside partners using their
classroom and materials for enrichments.
Pennington’s leadership team quickly provided
solutions. First, the team emphasized that
educators don’t “own” their space; learning owns it,
says Teacher Alida Carri. “When we took on the
enrichment program…we had an email sent to us
that said, ‘You don’t own this space.’ It wasn’t in a
negative way, it was just prepping us to let us know,
‘What we’re trying to do is a huge feat, and you’re
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Reimagining Talent
To implement expanded learning time,
Pennington had to rethink talent. The school added:
1 Full-time Expanded Learning
Time Resource Teacher
Pennington reallocated one full-time teacher salary to hire
O’Donnell as the expanded learning time resource teacher.
O’Donnell manages the day-to-day responsibiities,
processes, and staffing for expanded learning time.
1 Full-time Social Worker
Pennington reallocated one full-time teacher to
hire one full-time social worker who also helps
students during academic extensions.
2 Paraprofessionals
Trained paraprofessionals work with students during
teacher collaboration time. They also provide
computer lab and library support, and serve as
playground coaches at recess.
4 Resource Teachers
Pennington revised the job responsibilities of a
computer lab teacher, teacher librarian, instructional
coach, and resource teacher, allowing them to provide
extensions for students during core learning time.
10 Outside Community
Partners
Dance studios and museums are just two of the
community organizations that run enrichments for
Pennington students.
46 Adult Volunteers
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Family members volunteer their time,
helping to clean classrooms, organize
enrichments, or work the snack
programs. Other adults volunteer their
time running enrichments.
YMCA Staff
The YMCA runs Pennington’s primary
enrichments and offers after-school
child care for families who need it.
2 Boy Scout Leaders
The Boy Scout leaders help with enrichments.
Recent hires and volunteers go through a series of
professional learning trainings with Pennington and
district staff.